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dc.contributor.authorMiranda-Zapata, Edgardo Daniel
dc.contributor.authorLara, Laura
dc.contributor.authorSaracostti-Schwartzman, Mahia
dc.date.accessioned2021-07-28T17:02:15Z
dc.date.available2021-07-28T17:02:15Z
dc.date.issued2021
dc.identifier10.21865/RIDEP59.2.12
dc.identifier.issn11353848
dc.identifier.urihttps://hdl.handle.net/20.500.12728/9419
dc.description.abstractThe objective of this study to understand school engagement as mediator variable between contextual factors and school achievement in students from Chile, Colombia, Spain, Perú and Uruguay. The causal model links school engagement (affective, cognitive, and behavioral) with class attendance and school performance; while also considering the indirect effect of contextual factors (family, teachers and peers). Students from primary and secondary education were evaluated, with a mean age of 14.73 years-old (SD=1.59). The sample sizes ranged between 343 and 438 participants per country. The model presented an acceptable adjustment in the five countries (RMSEA=.043-.080; CFI=.910-.961; TLI=.897-.958), with exception of the school engagement dimensions that presented significant effects on the dependent variables.es_ES
dc.language.isoeses_ES
dc.publisherAIDEPes_ES
dc.subjectClass attendancees_ES
dc.subjectContextual factorses_ES
dc.subjectSchool engagementes_ES
dc.subjectTheoretical model school achievementes_ES
dc.titleModeling the school engagement effect on school performance in five iberoamerican countrieses_ES
dc.title.alternativeModelización del Efecto del Compromiso Escolar sobre el Rendimiento Escolar en Cinco Países de Iberoaméricaes_ES
dc.typeArticlees_ES


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